Odyssey magazine

2020 issue - Diversity and Fostering Inclusive Learning

The 2020 issue of Odyssey, compiled prior to the COVID 19 pandemic and the worldwide anti-racist protest movement, focuses on how schools, professionals, and families are working together to create and foster inclusive environments for all deaf and hard of hearing children.

Commitment to inclusive practices has become a mainstay of American education in response to rapidly changing demographics. Schools and programs are rising to the challenge of meeting the needs of diverse populations of students who may come from homes and families that vary by race, ethnicity, culture, sexual orientation, gender identity, socioeconomic status, locality, age, level of education, disability, and language use.

This issue looks at how families and professionals in deaf education programs are responding to these needs, how they are ensuring the inclusion of social justice and social-emotional growth along with high academic expectations for deaf and hard of hearing children, the strategies they used, the challenges they faced, and the outcomes they achieved in their quest to enhance inclusion and equity for their children or students.

Seventeen articles, written by a total of 32 professional and parent authors, focus on:

    • Deaf, Spanish-speaking family's story of instilling cultural identity and pride in their children through fluency in multiple languages
    • Fostering multilingual development through family language planning
    • Gender inclusion in the Clerc Center's demonstration schools
    • Making the arts accessible for children with multiple disabilities
    • Military family's story of diagnosis and supports for two deaf sons who have cochlear implants
    • Strategies for increasing social awareness in children on the autism spectrum
    • Addressing personal and cultural connections within evidence-based reading instruction
    • Family's journey from diagnosis to appropriate educational environment for their daughter who is deaf-blind with disabilities
    • How shared cultural connections help students analyze literature (includes an example of anti-bias education through reading a young adult novel)
    • Importance of Deaf Community Cultural Wealth for students with disabilities
    • Utilizing Universal Design for Learning with deaf and hard of hearing students
    • Hard truths about suspension and social justice in a deaf school
    • Retired principal returning to teaching at the university level offers advice to new teachers
    • Integrating the principles of social justice into a teacher preparation program
    • Role of formative assessment in closing achievement gaps in diverse classrooms
    • Perspectives from three inclusive excellence ambassadors on fostering equity and inclusion at the Clerc Center and Gallaudet University
    • How embracing diversity and inclusion in our schools empowers everyone

We invite you to share your own stories with us on Twitter and Facebook with the hashtags of #ClercCenter and #DeafEd or to reach out to us at Odyssey@gallaudet.edu with your thoughts.

Click here to download the full 2020 Odyssey issue
in PDF format for free.

2020 Odyssey Features

Letter from the CAOs

By Marianne Belsky and Nicole Sutliffe

Grandparents, Parents, Children—and Four Languages: A Deaf Family's Story

Grandparents, Parents, Children—and Four Languages: A Deaf Family's Story (Spanish)

By Norma Morán and Franklin C. Torres

Family Language Planning with Deaf and Hard of Hearing Children: Fostering Multilingual Development

Family Language Planning with Deaf and Hard of Hearing Children: Fostering Multilingual Development (Spanish)

By Christi Batamula, Bobbie Jo Kite Herbold, and Julie Mitchiner

Gender Inclusion in the Clerc Center's Demonstration Schools

By Stephen Farias

Making Arts Education Accessible for Deaf Children with Multiple Disabilities: A Partnership

By Michelle A. Veyvoda and Jodi L. Falk

In the U.S. Military: Gleaning Support for Our Deaf Sons

By LaShawna Sims

Increasing Social Awareness for Deaf and Hard of Hearing Children on the Autism Spectrum: Innovative Strategies

By Patrick Graham, Raschelle Neild, and Aaron Shield

Yes, We Can!: Addressing Personal and Cultural Connections Within Evidence-Based Reading Instruction

By Jennifer S. Beal and Davinique Small

Teresa: Curious and Fun Loving—A Family's Journey

By Kristi Arsenault

Shared Cultural Connections Help Students Analyze Literature

By Arathy Manoharan

One-Stop Lesson Planning: How Universal Design for Learning Can Help Students Who Are Deaf or Hard of Hearing

By Katie Taylor

Why Deaf Education Matters: Including Deaf Students with Disabilities

By Flavia Fleischer, Rachel Friedman Narr, and Will Garrow

Hard Truths About Suspension and Social Justice: A Look at a School for Deaf Students

By Todd LaMarr and Lisalee D. Egbert

Lessons Learned: A Retired Principal Returning to University Teaching Offers Advice for New Teachers

By Candi Mascia Reed

First Comes a Look at the Self: Integrating the Principles of Social Justice into a Teacher Preparation Program

By Gloshanda Lawyer, Cheryl Shahan, Leala Holcomb, and David H. Smith

Formative Assessment: A Tool for Closing Achievement Gaps in Diverse Classrooms

By Julie Tibbitt

Fostering Equity and Inclusion at the Clerc Center and Gallaudet University

By Lisa Montalvo, Taiyabah Naeem, and Lia Bengtson

Embracing Diversity and Inclusion in Our Schools: Empowering All

By Evon J. Black

Clerc Center News

2020 Odyssey Extra Article

Fostering Inclusive Attitudes Toward a Deaf and Hard of Hearing Program in a Public School Setting

By Jennifer Warren

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